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Journal articles on the topic 'Scientific approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Kusrini, Nurul Azizah Ria. "Scientific Approach." ALSUNA: JOURNAL OF ARABIC AND ENGLISH LANGUAGE 1, no. 1 (May 25, 2018): 17–25. http://dx.doi.org/10.31538/alsuna.v1i1.48.

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Curriculum 2013 is the latest curriculum created by the government to make the education in Indonesia better. Scientific approach offered in this curriculum is very remarkable to discuss, since almost all educators are talking about this approach. However, most of the educators get trouble and feel confused to apply this approach in teaching English, since it is usually applied in science class. Therefore, this study was written to show the steps of applying this approach in teaching English. This study, used library research, tried to offer new alternative vision to emerge the students’ critical thinking through Model-Based Inquiry, an activity which is able to engage the student to learn more deeply with content and embody of five characteristic of scientific knowledge in which the idea presented in the form of models are testable, revisable, explanatory, conjectural and generative. This study provided the example of teaching narrative text which might be able to be applied in the various final products which could be alternative result of this strategy.

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2

Venkatesh, Bharadwaj. "COLOURS: A SCIENTIFIC APPROACH." International Journal of Research - GRANTHAALAYAH Composition of Colours, December,2014 (September 9, 2017): 1–6. https://doi.org/10.5281/zenodo.888063.

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Colour is visual identification or perception of a property derived from spectrum of light by human eyes. When a beam of light from sun or light source passes through a glass prism, it dispersed in to seven colours of rainbow. Sunlight has a high color temperature, a fairly uniform spectrum and is considered a standard for white light. A rainbow is an optical and meteorological phenomenon caused by reflection and refraction of light in water droplets present in the atmosphere. The rainbow colours are violet, indigo, blue, green, yellow, orange and red (vibgyor). Electromagnetic radiation in the visible range is generally called as light.

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3

Lee, Keun Young. "Takyo's Scientific Approach." Journal of the Korean Medical Association 44, no. 2 (2001): 127. http://dx.doi.org/10.5124/jkma.2001.44.2.127.

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4

Patel, Deep. "A Scientific Approach to Crime Scene Investigation." International Journal of Science and Research (IJSR) 13, no. 4 (April 5, 2024): 45–49. http://dx.doi.org/10.21275/sr24330182751.

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5

Gayathri, Oviyaa Murugan. "Indian School Student Scientific Approach on Influenza Fever." Epidemiology International Journal 7, no. 2 (2023): 1–2. http://dx.doi.org/10.23880/eij-16000260.

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Bharadwaj, Venkatesh. "COLOURS: A SCIENTIFIC APPROACH." International Journal of Research -GRANTHAALAYAH 2, no. 3SE (December 31, 2014): 1–6. http://dx.doi.org/10.29121/granthaalayah.v2.i3se.2014.3543.

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Colour is visual identification or perception of a property derived from spectrum of light by human eyes. When a beam of light from sun or light source passes through a glass prism, it dispersed in to seven colours of rainbow. Sunlight has a high color temperature, a fairly uniform spectrum and is considered a standard for white light.A rainbow is an optical and meteorological phenomenon caused by reflection and refraction of light in water droplets present in the atmosphere. The rainbow colours are violet, indigo, blue, green, yellow, orange and red (vibgyor). Electromagnetic radiation in the visible range is generally called as light.

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7

NISHIJO, Kazushi, Hidetoshi MORI, Hiroshi TSUKAYAMA, and Hitoshi YAMASHITA. "Scientific Approach for Acupuncture." Zen Nihon Shinkyu Gakkai zasshi (Journal of the Japan Society of Acupuncture and Moxibustion) 45, no. 3 (1995): 177–91. http://dx.doi.org/10.3777/jjsam.45.177.

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8

Alidousti, Sirous, Mahmood Khosrowjerdi, Amir Hossein Abdolmadjid, and Fakhrosadat Mohamadi. "Scientific Periodicals in Iran: A Systems Approach." Serials Review 35, no. 4 (June 7, 2013): 253–63. https://doi.org/10.5281/zenodo.13987323.

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Scientific periodicals fulfill a significant role in the communication, exchange, and sharing of  scientific findings. In recent years, the Iranian Ministry of Science, Research, and Technology (MSRT) has concentrated on non-medical, scientific periodicals. The present paper offers a short history of  scientific periodicals and their role in Iran. The authors further examine the current status in the Iranian Ministry of Science, Research, and Technology by using a systems approach. Scientific periodicals in Iran involve four external entities and six major subsystems, including resources, format, content, publication, refereeing, and structure. Investigation of the current failings of the periodicals in the MSRT reveals that the main orientation of the system does not facilitate scientific communication, ease of starting new periodicals, and promotion of natural development of these periodicals. The authors suggest ways to improve the status of scholarly periodicals in Iran..

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9

Yani, Juli, and Neti Afrianis. "Analysis of student scientific literacy using the socio-scientific issues (SSI) approach on reaction rate." Jurnal Pendidikan Kimia 14, no. 1 (April 30, 2022): 19–27. http://dx.doi.org/10.24114/jpkim.v14i1.32665.

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This research at analyzing and knowing student science literacy after using Socio-Scientific Issues (SSI) approach on Reaction Rate lesson at the eleventh grade of MIPA 1 of State Senior High School 4 North Tambusai, Rokan Hulu. This research was conducted in the first semester in the Academic Year of 2019/2020. It was quantitative descriptive research. A purposive sampling technique was used in this research, and the samples were 32 students. The instrument was an essay test and it was supported by an unstructured interview. The data obtained then were analyzed descriptively. The results of analyzing the data showed, based on the data of essay test results, mean percentages of scientific literacy indicators: implementing the appropriate knowledge was 66.01% (good), identifying was 69.21% (good), explaining the implications of scientific knowledge for society was 80.94% (good), proposing ways to investigate scientific questions was 54.68% (enough), and drawing the right conclusion was 75.78% (good). It could be concluded that the achievement of student scientific literacy skills on the aspects of science competencies of Reaction Rate lesson at the eleventh grade of MIPA 1 overall was on good category.

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10

Shofiyah, Noly, Iftita Afrilia, and Fitria Eka Wulandari. "Scientific Approach and The Effect on Students Scientific Literacy." Journal of Physics: Conference Series 1594 (July 2020): 012015. http://dx.doi.org/10.1088/1742-6596/1594/1/012015.

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11

Kenbaeva, A.B., and N.K. Baigabatova. "THE CONCEPT AND THEORETICAL APPROACHES IN THE STUDY OF MIGRATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 52 (March 17, 2023): 26–31. https://doi.org/10.5281/zenodo.7747173.

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This article is devoted to the review of theoretical approaches to the study of migration processes. The paper considers historical, economic, political, geographical, demographic, sociological, and legal approaches. The issues of defining migration in the interpretation of the above-mentioned scientific approaches become central in the studied problem. Of particular scientific and theoretical importance are the essential characteristics of migration, each of which complement each other. The purpose of our work is to analyze current theoretical trends in the consideration of international migrations.

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12

Rancati, Alberto, Maurizio Nava, and Dennis Hammond. "Aesthetic breast surgery, scientific approach." Gland Surgery 6, no. 2 (April 2017): 130–31. http://dx.doi.org/10.21037/gs.2017.03.04.

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13

Birmingham, Karen. "Scientific approach to nursing recommended." Nursing Older People 20, no. 10 (December 10, 2008): 5. http://dx.doi.org/10.7748/nop.20.10.5.s6.

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14

Pennathur, R. D., and K. Srinivasan. "Maintenance Welding a Scientific Approach." Indian Welding Journal 31, no. 4 (October 1, 1998): 24. http://dx.doi.org/10.22486/iwj.v31i4.177641.

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15

Muskhelishvili, Nikolay L. "ON PRAYER. A SCIENTIFIC APPROACH." Studia Religiosa Rossica: Russian Journal of Religion, no. 2 (2022): 15–29. http://dx.doi.org/10.28995/2658-4158-2022-2-15-29.

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In development of Lotman’s idea about two communication channels in culture, the addressee’s reception of a message from the outside is considered as initiation of autocommunication of the addressee with his other self-inner speech. The author analyzes a role of fascination (in the sense of Yu.V. Knorozov) in the addressee’s assimilation of the information contained in the message with the help of inner speech and the emergence of fascination in the latter. As an example, here is an analysis of the Latin prayer Anima Christi

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16

Browning, Bonnie. "A Scientific Approach to Hiring." Journal of Petroleum Technology 63, no. 02 (February 1, 2011): 40–42. http://dx.doi.org/10.2118/0211-0040-jpt.

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17

Parmigiani, Giovanni, Colin Howson, and Peter Urbach. "Scientific Reasoning: The Bayesian Approach." Journal of the American Statistical Association 86, no. 415 (September 1991): 825. http://dx.doi.org/10.2307/2290425.

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18

AA, Colin Howson, and Peter Urbach. "Scientific Reasoning: The Bayesian Approach." Journal of the American Statistical Association 89, no. 428 (December 1994): 1569. http://dx.doi.org/10.2307/2291033.

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19

Chan, N. Patrick. "An Approach to Scientific Economics." Journal of Interdisciplinary Economics 6, no. 1 (April 1995): 81–99. http://dx.doi.org/10.1177/02601079x9500600104.

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An interdisciplinary approach is proposed to improve scientific reliability. Economics encompasses all fields, and is governed by both natural law and human law. Universally valid relationships can be derived from the human law (e.g. on banking) to complement those of natural science. The approach is illustrated by experiments that demonstrate reliable logical relationships in human behaviour and important characteristics defining money. Science cannot predict the future, but universally valid relationships apply reliably to hypothetical circumstances. “Though we may be uncertain as to the storms that may blow, we can design to best withstand those storms we elect to define”.

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20

Mann, Bradley. "Forensic Neuropsychology – A Scientific Approach." Journal of Forensic Psychiatry & Psychology 23, no. 5-6 (October 2012): 744–45. http://dx.doi.org/10.1080/14789949.2012.720838.

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21

Kortright, E. V., and S. J. Beslin. "A scientific approach to math." IEEE Potentials 15, no. 5 (1997): 36–38. http://dx.doi.org/10.1109/45.544040.

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22

Shafer, Glenn. "Scientific Reasoning: The Bayesian Approach." Journal of the American Statistical Association 102, no. 477 (March 2007): 387. http://dx.doi.org/10.1198/jasa.2007.s176.

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23

Mynen, Ronald Van, M. Jane Teta, and Tipton R. Tyler. "Scientific approach to risk assessment." Environmental Carcinogenesis Reviews 8, no. 2 (January 1990): 253–65. http://dx.doi.org/10.1080/10590509009373382.

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24

Phillips, Patricia. "Archaeology: Towards a scientific approach." Nature 322, no. 6075 (July 1986): 112–13. http://dx.doi.org/10.1038/322112a0.

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25

Westcott, David A., Frederieke J. Kroon, and Andy W. Sheppard. "Biodiversity needs a scientific approach." Nature 490, no. 7418 (October 2012): 37. http://dx.doi.org/10.1038/490037a.

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26

Koshland, D. E. "A Scientific Approach to Governing." Science 261, no. 5119 (July 16, 1993): 275. http://dx.doi.org/10.1126/science.261.5119.275.

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27

Menapace, Marcello. "Scientific Ethics: A New Approach." Science and Engineering Ethics 25, no. 4 (June 4, 2018): 1193–216. http://dx.doi.org/10.1007/s11948-018-0050-4.

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28

Will, Georg, and Peter G. Perkins. "A scientific approach to hardness:." Materials Letters 40, no. 1 (July 1999): 1–4. http://dx.doi.org/10.1016/s0167-577x(99)00038-5.

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29

Sheldon, Neil, Colin Howson, and Peter Urbach. "Scientific Reasoning: The Bayesian Approach." Statistician 40, no. 1 (1991): 109. http://dx.doi.org/10.2307/2348232.

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30

Goldstein, Michael, C. Howson, and P. Urbach. "Scientific Reasoning: The Bayesian Approach." Journal of the Royal Statistical Society. Series A (Statistics in Society) 156, no. 1 (1993): 130. http://dx.doi.org/10.2307/2982875.

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31

Michael Williams, J. "Forensic Neuropsychology: A Scientific Approach." Archives of Clinical Neuropsychology 27, no. 4 (May 16, 2012): 467–70. http://dx.doi.org/10.1093/arclin/acs046.

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32

Alberts, B. "A Scientific Approach to Policy." Science 322, no. 5907 (December 5, 2008): 1435. http://dx.doi.org/10.1126/science.1168790.

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33

Müller, Wolfram, Dieter Platzer, and Bernhard Schmölzer. "Scientific approach to ski safety." Nature 375, no. 6531 (June 1995): 455. http://dx.doi.org/10.1038/375455a0.

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34

Burnard, Philip. "Acupuncture: The modern scientific approach." Nurse Education Today 8, no. 2 (April 1988): 117. http://dx.doi.org/10.1016/0260-6917(88)90021-4.

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35

Komilovich, Komilov Dilshodbek. "Methodology, Importance And Scientific Approach To Teaching Programming At School." American Journal of Social Science and Education Innovations 02, no. 10 (October 31, 2020): 381–84. http://dx.doi.org/10.37547/tajssei/volume02issue10-61.

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This article provides information about teaching programming at school, the importance of teaching programming from school age, teaching methods and scientific approaches of specialists in this area, the innovations made.

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36

Masithoh, Dewi. "Teachers’ scientific approach implementation in inculcating the students’ scientific attitudes." Jurnal Prima Edukasia 6, no. 1 (January 6, 2018): 32. http://dx.doi.org/10.21831/jpe.v6i1.14282.

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The study aimed at attaining an overview on teaching experiences by means of guided inquiry model of the scientific approach in order to inculcate the scientific attitudes among the students of Luqman Al Hakim International Integrated Islamic Primary School Yogyakarta. The study was a qualitative research using the ethnographic classroom approach. The subjects in this study were the headmaster, the homeroom teachers of Grade 4A students, and the Grade 4A students. In collecting the data, the researchers conducted interview, observation, and documentation. Then, the instruments that the researchers employed were the interview guidelines and the observation guidelines. The data in this study were analyzed using Lankshear and Knobel models and the analysis also included the data that had been attained from both the observation and the interview. In order to test the data validity, the researchers conducted the subject triangulation and the method triangulation. The findings in this study thus revealed that the teaching activities that make use of the scientific approach consists of seven strands of learning cycles and these strands include the spiritual, moral, intellectual, physical, interpersonal, cultural, and social aspects. Each aspect has specific purpose and, as a result, by implementing each aspect the students will have the scientific attitudes similar to those owned by a scientist in solving their problems. The recounted teaching experiences, which made use of the scientific approach, have shown similarities in that teaching activities become more meaningful if they are conducted realistically with various learning activities both inside and outside the classroom. The constraints in the application of the scientific approach are varying the teachers’ ability in understanding the scientific approach, varying the learning styles and the learning abilities, and varying the learning process for the students who need special assistance.

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37

Fisher, N. I., A. J. Lee, and J. H. J. Cribb. "A Scientific Approach to Monitoring Public Perceptions of Scientific Issues." International Journal of Science Education, Part B 3, no. 1 (March 2013): 25–51. http://dx.doi.org/10.1080/09500693.2011.652364.

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38

Sakharova, Anna. "Taxonomies and scientific communications: a sociocultural approach to scientific classifications." Philosophy Journal 17, no. 4 (November 18, 2024): 144. https://doi.org/10.21146/2072-0726-2024-17-4-144-156.

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The idea that there are objective natural species in nature has a long history and continues to be widely accepted. This approach assumes that science directly describes the world by formulating laws of nature based solely on empirical data. However, there are methodological and practical contradictions in the process of constructing taxonomies, such as the impossibility of choosing a single classification criterion or establishing boundaries between taxonomic classes. These issues can be resolved by understanding taxonomies from a communicative and socio-cultural perspective. Taxonomies are fundamental to scientific research, but their development may depend not only on scientific factors but also on societal relevance and interest. Principles based on rigorous methods and experimental practices, which ensure consistency and accuracy in biological and linguistic classification, remain at the heart of taxonomical work. But at the same time, the collaborative processes of developing and applying scientific knowledge, which are characteristic of post-normal science, allow us to make scientifically sound decisions in situations of high risk and uncertainty. External stakeholders are involved in the internal scientific processes and the decision-making process regarding the direction of scientific research. The article, in the form of case studies, using examples such as classifications of pathogen vectors of zoonotic diseases and malaria mosquitoes, and language classification, shows how the structure of science is changing, with external scientific communication, becoming an integral part of the research process. Taxonomic systems are no longer just a card-index, but become a platform for interaction between scientific, social, and linguistic factors, balancing the ideals of classical science with its applicability in the real world.

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39

Suliza Has, Ruzy, Imran Ho-Abdulla, Noraini Md Yusuf, and Farah Azizah Oma. "Inculcating Scientific Approach in Research Methodology." Research Journal of Applied Sciences 6, no. 1 (January 1, 2011): 1–9. http://dx.doi.org/10.3923/rjasci.2011.1.9.

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40

Sapiudin, Sapiudin. "SCIENTIFIC APPROACH-BASED FIKIH LEARNING MODEL." TARBIYA: Journal of Education in Muslim Society 6, no. 2 (December 3, 2019): 155–68. http://dx.doi.org/10.15408/tjems.v6i2.14884.

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AbstractThis study aims to find a model of Fikih learning based on a scientific approach in Islamic Senior High Schools. The methodology used is qualitative analysis supported by quantitative data. This type of research uses the Research & Development (R & D) approach. The source of the data is the Fikih learning based on the scientific approach held by MAN Insan Cendekia Serpong and MAN Insan Cendekia Gorontalo. The model that has been conceptualized is experimented on in MAN 1, South Tangerang City. The design of the scientific approach emphasizes the performance and exploration of students both independently and in groups. research results show that scientific approach based learning can encourage students to be active and creative. Students are able to produce a useful product. So it can be concluded that the application of the intended model is considered effective in achieving learning objectives through the application of flexible and conditional steps 5 M. As a recommendation, this learning model innovation based on student-centric is considered feasible to be applied at various levels of education those are equal.AbstrakPenelitian ini bertujuan menemukan sebuah model pembelajaran Fikih berbasis pendekatan ilmiah di Madrasah Aliyah. Metodologi yang digunakan adalah analisis kualitatif yang didukung oleh data kuantitatif. Jenis penelitian menggunakan pendekatan penelitian Research & Development (R&D). Sumber data adalah pembelajaran Fikih berbasis pendekatan saintifik yang diselenggarakan oleh MAN Insan Cendekia Serpong dan MAN Insan Cendekia Gorontalo. Model yang telah terkonsep di eksperimenkan di MAN 1 Kota Tangerang Selatan. Desain pendekatan ilmiah ditekankan kepada kinerja dan eksplorasi siswa baik secara mandiri maupun kelompok. Diperoleh hasil penelitian, pembelajaran berbasis pendekatan ilmiah mampu mendorong siswa bersikap aktif dan kreatif. Siswa mamapu menghasilkan suatu produk yang bermanfaat. Sehingga dapat disimpulkan bahwa penerapan model dimaksud dinilai efektif untuk mencapai tujuan pembelajaran melalui penerapan langkah 5 M yang fleksibel dan kondisional. Sebagai rekumendasi, inovasi model pembelajaran yang berbasis student centris ini dinilai layak untuk diterapkan di berbagai jenjang pendidikan yang sederajat. How to Cite: Sapiudin. (2019). Scientific Approach-Based Fikih Learning Model. TARBIYA: Journal of Education in Muslim Society, 6(2), 155-168. doi:10.15408/tjems.v6i2. 14884.

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41

Arini, Wahyu. "Implementation of Scientific Approach in Physics." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 2 (November 14, 2020): 151. http://dx.doi.org/10.21043/thabiea.v3i2.7958.

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This research is entitled "The Implementation of Scientific Approaches in Physics Learning in Class X of SMA Negeri 9 Lubuklinggau". This study aims to determine the completeness of physics learning outcomes of class X students of SMA Negeri 9 lubuk linggau after implementing the Scientific approach. The research method used was quasi-experimental. This research uses a scientific approach, the scientific approach has stages of observing, asking, trying, reasoning, and communicating. The learning material in this research is measurement. The population in this study was all class X SMA Negeri 9 Lubuklinggau and the sample was class X IPA 2, amounting to 36 students and taken randomly. The test instrument uses 7 essay questions and observation sheets to collect data about all activities or student activity processes during learning. Based on the results of data analysis with t-test, it was obtained that t-count = 4,33 and t-table = 1,697, this shows that t-hitung ≥ t-tabel then Ha was received and Ho was rejected. Thus the hypothesis proposed in this study can be accepted as true. So it can be concluded the physics learning outcomes of class X students of SMA Negeri 9 Lubuklinggau after applying the Scientific approach is significantly completed.

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42

Yang, Mengmeng, Jie Cheng, and Wei Xu. "An Approach to Scientific Workflow Slicing." Information Technology Journal 12, no. 15 (July 15, 2013): 3424–29. http://dx.doi.org/10.3923/itj.2013.3424.3429.

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43

Jensen, Tim. "‘Jensen’s Scientific Approach’ to Religion Education." Center for Educational Policy Studies Journal 9, no. 4 (December 20, 2019): 31–51. http://dx.doi.org/10.26529/cepsj.707.

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Following an initial programmatic summary of ‘fundamentals’, the author puts forward (with reference to other programmatic ‘minimum presuppositions’ for the scientific study of religion(s)) his basic presuppositions and principles for a scientific study-of-religion(s)-based religion education as a time-tabled, compulsory, and totally normal school subject, taught by teachers educated at study-of-religion(s) departments of public universities. The article, thus, reflects what Cathy Byrne named ‘Jensen’s scientific approach’ to religion education.

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44

Suradi, Ahmad, Nilawati Nilawati, and Ani Aryati. "The Islamic Education Through Scientific Approach." International Journal of Asian Education 2, no. 2 (May 31, 2021): 256–66. http://dx.doi.org/10.46966/ijae.v2i2.163.

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This article aims to reveal that the learning of Islamic education and scientific-based character is an attempt to neutralize the assumptions about the inability of teachers to develop students to their full potential. Likewise, the assumptions about the learning of Islamic education and manners only have ritual, ethical and moral dimensions so that students can verbally understand the teachings of Islam and are skilled at implementing them, but they do not appreciate the depth of their meaning. This research is qualitative; the informants are religious teachers and students through interview and observation techniques. The research results show that implementing Islamic education and character education through a scientific approach explores the field to find concrete examples of how to empathize with others and be devoted to parents and teachers. Furthermore, learning with a scientific approach, especially on students' character matter, has promising implications for shaping student morals for the better. It is because students are required to practice directly the phenomena that arise from the existing learning material. Therefore, experiments carried out through observation and making simple reports and then discussed in class groups are practical approaches to remember, understand, and practice the messages in the material delivered.

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45

Zaenab, Siti. "A SCIENTIFIC APPROACH FOR NAHWU LEARNING." Journal of Islamic Education and Pesantren 1, no. 1 (March 1, 2021): 79–100. http://dx.doi.org/10.33752/jiep.v1i1.1753.

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The purpose of this study was to determine the development of scientific-based Nahwu learning modules at SMA Darul Ulum 3 Jombang. This research uses the research and development method of the Plomp model. The research targets consisted of the experimental class and the control class. The experimental class is class X IPS2 SMA Darul Ulum 3 Jombang in the 2017/2018 academic year, while the control class is class X MIPA 1 SMA Darul Ulum 3 Jombang in the 2017/2018 academic year. The results of the feasibility test show that the instrument is valid for research. with very good achievement scores, namely: material experts 82.5%, and expert practitioners 83.7%. The results showed that the Nahwu learning module using a scientific approach obtained a significance value = 0.200 and 0.062 > 0.05 during the normality test between the control class and the treatment class. As for the results of the homogeneity test, the significance value = 0.752 and 0.569 > 0.05, and the t-test found that the Sig. (2-tailed) for the posttest of 0.030. Sig. (2-tailed) 0.030 < 5% then the result of t test is H0 is rejected. So, there are differences in student learning outcomes using the nahwu learning module using a scientific approach with student learning outcomes using textbooks.. Keywords: module, Nahwu learning, Scientific. PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN NAHWU Abstrak Tujuan penelitian ini adalah untuk mengetahui pengembangan modul pembelajaran Nahwu berbasis saintifik di SMA Darul Ulum 3 Jombang. Penelitian ini menggunakan metode penelitian dan pengembangan model Plomp. Sasaran penelitian terdiri atas sasaran kelas eksperimen dan kelas kontrol. Adapun kelas eksperimen adalah siswa kelas X IPS2 SMA Darul Ulum 3 Jombang Tahun Pelajaran 2017/ 2018, sedangkan kelas control adalah siswa kelas X MIPA 1 SMA Darul Ulum 3 Jombang Tahun Pelajaran 2017/ 2018. Hasil uji coba kelayakan menunjukan bahwa instrumen valid digunakan untuk penelitian dengan nilai pencapaian sangat baik yakni: ahli materi 82, 5 %, dan ahli praktisi 83,7 %. Hasil penelitian menunjukan bahwa modul pembelajaran Nahwu dengan menggunakan pendekatan saintifik didapat nilai signifikansi = 0,200 dan 0,062 > 0,05 pada saat uji normalitas antara kelas kontrol dan kelas perlakuan. Sedangkan untuk hasil dari uji homogenitas didapat nilai signifikansi = 0,752 dan 0,569 > 0,05, dan pada uji-t didapatkan bahwa nilai Sig. (2-tailed) untuk pascates sebesar 0,030. Sig. (2-tailed) 0,030 < 5% maka hasil uji t adalah H0 ditolak. Jadi, terdapat perbedaan hasil belajar siswa yang menggunakan modul pembelajaran nahwu dengan menggunakan Pendekatan saintifik dengan hasil belajar siswa yang menggunakan buku teks. Kata kunci: modul, pembelajaran Nahwu, Saintifik

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46

Hong, Nong. "China’s Approach to Marine Scientific Research." Korean Journal of International and Comparative Law 9, no. 2 (December 7, 2021): 294–310. http://dx.doi.org/10.1163/22134484-12340159.

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Abstract This article addresses the legislation, policy and State practice of China on marine scientific research (MSR). It elaborates in detail both international and domestic legislation of China governing MSR in waters within its national jurisdiction and points to the legal controversy and ambiguity of MSR conducted by foreign parties. It also raises a critical question on how to approach MSR in overlapping maritime zones amidst pending maritime delimitation.

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TAKAHARA, ATSUSHI. "Importance of Scientific Approach to Microplasics." Sen'i Gakkaishi 76, no. 6 (June 15, 2020): P—213—P—213. http://dx.doi.org/10.2115/fiber.76.p-213.

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Gow, Andrew. "Scientific Usefulness of New Approach Methodologies." Applied In Vitro Toxicology 8, no. 3 (September 1, 2022): 65–66. http://dx.doi.org/10.1089/aivt.2022.29030.editorial.

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MIYAMOTO, Junshi. "Scientific Approach to Endocrine Disruptor Issues." Journal of Pesticide Science 24, no. 1 (1999): 110–13. http://dx.doi.org/10.1584/jpestics.24.110.

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Kinchin, Ian M. "A scientific approach to teaching science." Journal of Biological Education 52, no. 3 (July 3, 2018): 235. http://dx.doi.org/10.1080/00219266.2018.1477563.

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